Chapter 12 Investigating students ’ ability to transfer mathematics

It is a fundamental, if implicit, assumption of the modern day education system that students possess the ability to transfer the skills and knowledge learnt in a particular context to a different context. However, there has been much debate amongst researchers regarding factors that affect the occurrence of transfer. The nature of transfer, and the type of transfer that occurs in different contexts, have been examined and debated for at least a century (see Barnett & Ceci, 2002; Rebello et al., 2004) for brief surveys). The importance of transfer cannot be overstated if knowledge and learning cannot be applied outside the original learning context, they are very limited in usefulness. Transfer has even been described as the ‘ultimate goal of education’ by some researchers (McKeough, Lupart & Marini, 1995). The aim of this project was to quantitatively measure the ability of first year science students to use skills and knowledge learned in mathematics courses, in other contexts; specifically science. The ability to transfer mathematics skills into a chosen science discipline is of crucial importance in students’ development as scientists, and in their future careers. It is also likely that the findings of this study will contribute more generally to our understanding of transfer involving other areas of university study and, indeed, to the transfer of knowledge and skills gained in the university to new situations that graduates are likely to face.